仿LINE角色對話導向系統對國小生學習之影響

Abstract

隨著現代教學面臨學習者注意力分散、動機不足與學習差異化等挑戰，許多研究指出，將媒體設計與故事敘述元素融入教學中，有助於提升學生的理解、記憶與參與感（Mayer, 2005；Bruner, 1990）。然而，傳統教學多偏重記憶與背誦，缺乏情境與互動，易使學習者失去學習興趣。為改善此問題，本研究使用一套仿 LINE 聊天室介面的數位學習系統，系統分為教師編輯端與學生使用端。教師可依需求自行編輯教材內容，學生端則融合故事敘述與情境學習理念，於聊天室中與角色進行互動式對話，以第一人稱視角參與事件，進一步提升沉浸感與參與度，並於對話中完成作答與即時獲得回饋。本研究欲探討「仿 LINE 角色對話導向系統」是否能提升學生學習成效與學習動機，研究問題包括： (1) 仿 LINE 角色對話導向系統是否可以提升國小六年級學生學習成效？ (2) 仿 LINE 角色對話導向系統是否可以提升國小六年級學生學習動機？學習內容設計改編自國中七年級歷史課程日治時期單元，轉化為適合國小學生閱讀操作的對話型文本。研究採準實驗設計，將新北市某國小六年級學生分為使用仿 LINE 角色對話導向系統的實驗組（23人）與使用傳統教材學習單的對照組（25人），教學後施以學習成效測驗與學習動機問卷，以比較兩組在學習表現與動機感受上的差異。研究結果顯示：(1) 學習成效方面，實驗組與對照組在學習成效皆有進步，惟實驗組在後測成績明顯優於對照組，顯示本系統能有效促進學生的理解與應用能力。(2) 學習動機方面，實驗組在「注意力」、「相關性」、「自信心」與「滿意度」四種面向表現均顯著高於對照組，特別是在「相關性」與「滿意度」的提升更為明顯，顯示系統設計貼近生活情境與學習者使用經驗，有助於促進學習投入與回饋滿意度。Modern education faces challenges such as learners' distracted attention, low motivation, and increasing learning diversity. Many studies have indicated that integrating media design and storytelling elements into instruction can significantly enhance students' learning and engagement (Mayer, 2005; Bruner, 1990). However, traditional teaching often emphasizes on monotonous recitation, lacking contextualization and interaction, which usually lead to reduced interest in learning. To address these issues, this study developed a digital learning system with an innovative LINE-like dialogue interface. The system consists of a backend platform for teachers to edit and a frontend webpage for students to interact with. Teachers may edit learning materials with flexibility, incorporating storytelling and situated learning concepts or examples in the dialogues. Learners not only engage in interactive conversations with characters within the chats but also participate in related events from a first-person perspective.To enhance immersion and engagement in learning, students' responses are recorded during the conversation, with real-time feedback provided. This study focuses on two research questions: (1) Does this system improve sixth-graders' learning outcomes? (2) Does this system enhance sixth-graders' learning motivation? The instructional content was adapted from a junior high school history unit on the Japanese colonial period and transformed into a dialogue-based text suitable for elementary school students. A quasi-experimental design was adopted. Participants were 48 sixth-grade students from an elementary school, divided into an experimental group using the dialogue system (n=23) and a control group using traditional worksheets (n=25). After instruction, both groups completed a learning achievement test and a motivation questionnaire to compare their performance and motivational differences.Results: (1) In terms of learning outcomes, both groups improved, but the experimental group performed significantly better on the post-test, indicating the system effectively promotes comprehension and application. (2) In terms of motivation, the experimental group scored significantly higher in the four dimensions of attention, relevance, confidence, and satisfaction, especially in relevance and satisfaction. This suggests that the system's familiar interface and contextual design support student engagement and satisfaction.